PROFESSIONAL EDUCATION REVIEWER

✅ 1. TEACHING PROFESSION
📌 Definition of Teaching

Teaching is the process of facilitating learning by guiding, supporting, and providing

appropriate tools and strategies to help students construct knowledge, develop
skills, and form values.

📌 Teaching as a Vocation

 A calling to serve and make a difference.

 Goes beyond salary; driven by passion and purpose.

📌 Teaching as a Mission

 Helps shape minds, character, and nation.

 Aims to achieve both academic excellence and moral development.

📌 Teaching as a Profession

 Governed by law (RA 7836), ethics, and continuous professional development.

 Requires LET licensure, commitment to standards, and lifelong learning.

✅ 2. CODE OF ETHICS FOR PROFESSIONAL TEACHERS

(From PRC Board Resolution No. 435, 1997)

🔹 Article I – Scope and Limitations

 Teachers must live with dignity and honor, uphold the teaching profession’s
integrity.

🔹 Article II – The Teacher and the State

 Teachers are loyal to the Constitution.

 Committed to moral, social, economic, and political progress of the nation.

🔹 Article III – The Teacher and the Community

 Teachers work with the community for civic welfare.

 Lead in fostering moral and spiritual values.

🔹 Article IV – A Teacher and the Profession

 Teachers show professionalism, loyalty, and commitment to the profession.

 No unfair competition (no false claims or degrading colleagues).

🔹 Article V – The Teachers and the Teaching Community

 Maintain healthy relationships with colleagues, supervisors, and staff.

 Help each other improve professionally.

🔹 Article VI – The Teacher and Higher Authorities in the Profession

 Teachers respect lawful authorities and decisions.

  Can express opinions but must remain respectful.

🔹 Article VII – School Officials, Teachers, and Other Personnel

 Teachers respect and cooperate with school officials.

🔹 Article VIII – The Teacher and Learners

 Teachers are fair, just, and act in loco parentis (as second parents).

 Protect learners from harm, discrimination, or unfair treatment.

🔹 Article IX – The Teacher and Parents

 Maintain good communication with parents.

 Work together for the child’s development.

🔹 Article X – The Teacher and Business

 Teachers must avoid conflicts of interest in financial dealings.

 No unfair profit from learners or parents.

🔹 Article XI – The Teacher as a Person

 Teachers must uphold honor, reputation, and dignity in personal and

professional life.

🔹 Article XII – Disciplinary Actions

 Teachers who violate the Code may face disciplinary measures from the Board
of Professional Teachers.

🔹 Article XIII – Effectivity

 Code took effect in 1997 (PRC Resolution No. 435).

✅ 3. RA 7836 – Philippine Teachers

Professionalization Act of 1994
 Created the Board for Professional Teachers under PRC.

 Requires passing the LET to practice teaching legally.

 Promotes the professionalization of teaching in the Philippines.

✅ 4. RA 4670 – The Magna Carta for Public School

Teachers
 Protects teacher rights and welfare.

 Ensures:

Security of Tenure
  Once a teacher has passed probation (3 years), he/she cannot be removed
or dismissed except for just and valid causes.
 Protects teachers from unfair transfer, dismissal, or demotion.

Academic Freedom

 Teachers have the right to teach and discuss freely within the bounds of the
curriculum and law.
 Promotes creativity, innovation, and critical thinking in teaching.

Reasonable Teaching Load

 Maximum of 6 hours of actual classroom teaching per day.

 Extra time beyond this (e.g., paper checking, co-curricular work) should have
additional compensation.

Leave Privileges

 Sick Leave → Teachers are entitled to leave of absence when ill, without loss of
pay.
 Indefinite Leave – An absence from work or a situation with an unspecified,
open-ended duration, where the end date is not known.
 Study Leave → Up to 1 year with pay after 7 years of service, to pursue
further studies or professional growth.

Medical and Health Benefits

 Teachers must have free and compulsory medical examination before

employment.
 Annual medical check-ups provided for free.
 Medical treatment and/or hospitalization at government expense when needed.

Other Benefits

 Compensation and Salary → Teachers’ salaries should be comparable to other

professions requiring equivalent qualifications.
 Freedom to Organize → Teachers may form or join organizations/associations.
 Due Process → No disciplinary action can be taken without proper investigation

✅ 5. BEHAVIORISM (Skinner, Pavlov, Thorndike)

📌 Definition

Behaviorism is a learning theory that focuses on observable behaviors. It states that

all behaviors are acquired through interaction with the environment.

✅ A. Classical Conditioning (Ivan Pavlov)

Learning by association

 A previously neutral stimulus is paired with an unconditioned stimulus until it

causes a conditioned response.

🧪 Example:
Bell (neutral) + Food (unconditioned) → Salivation
After repeated pairing →
Bell alone → Salivation (conditioned response)

📚 Application in Teaching:
  Pairing praise with learning can help build positive learning behaviors.

✅ B. Operant Conditioning (B.F. Skinner)

Learning through consequences

 Behavior is shaped by reinforcement or punishment.

Term Definition Example

Positive Reinforcement Add something pleasant Praise for correct answer

Remove something
Negative Reinforcement No homework if task is done
unpleasant

Positive Punishment Add something unpleasant Extra work for being late

No recess due to
Negative Punishment Remove something pleasant
misbehavior

📚 Application in Teaching:

 Use token systems, rewards, and praise to reinforce desired behavior.

✅ C. Thorndike’s Laws of Learning

 Law of Readiness – Learning happens when the learner is ready.

 Law of Exercise – Practice strengthens learning.

 Law of Effect – Positive outcomes strengthen behavior; negative weaken it.

✅ 6. COGNITIVISM (Jean Piaget)

📌 Definition:

Learning is a mental process. Learners build mental models and internalize information
through thinking and reasoning.

✅ Piaget’s Stages of Cognitive Development

Stage Age Description

Sensorimotor 0–2 Experiencing world through senses

Preoperational 2–7 Egocentric, use of symbols

7– Logical thinking about concrete

Concrete Operational
11 objects

Formal Operational 11+ Abstract and hypothetical reasoning

📚 Teaching Tips:

 Use manipulatives for concrete thinkers

 Encourage hypothesis testing in older students

✅ 7. SOCIAL CONSTRUCTIVISM (Vygotsky)
📌 Key Concepts

 Zone of Proximal Development (ZPD):

The difference between what a learner can do alone and with guidance.

 Scaffolding:
Temporary help provided to support learning until independence is achieved.

 Language and Social Interaction are key to learning.

📚 Teaching Tips:

 Use group work, peer teaching, and guided discovery.

✅ 8. HUMANISM (Maslow & Carl Rogers)

📌 Focus:

 The learner’s needs, emotions, and potential.

 Goal: Self-actualization – becoming the best version of oneself.

✅ Maslow’s Hierarchy of Needs:

1. Physiological (food, water)

2. Safety (security)

3. Belongingness (relationships)

4. Esteem (respect, achievement)

5. Self-actualization (creativity, growth)

📚 Teaching Tip:

 A child who is hungry or scared can’t learn well — address basic needs first.

✅ 9. LEARNING STYLES & MULTIPLE INTELLIGENCES

📌 Learning Styles

Different learners absorb and process information in different ways. Understanding these
helps teachers design appropriate instruction.

Common Learning Styles:

 Visual – Learn best through images, diagrams, charts.

 Auditory – Prefer listening to explanations, discussions.

 Read/Write – Learn through reading and writing.

 Kinesthetic – Learn through movement, hands-on tasks.

📚 Tip: Use a mix of these to reach all students.

📌 Howard Gardner’s Multiple Intelligences

Gardner proposed 8 types of intelligences to explain the variety of learners' abilities:

Classroom
Intelligence Description
Strategy

Linguistic Words & language Reading, debates

Logical-Mathematical Numbers & logic Problem-solving

Spatial Visualizing space Drawing, maps

Bodily-Kinesthetic Movement & coordination Role play, PE

Musical Sound & rhythm Songs, jingles

Interpersonal Social interaction Group work

Intrapersonal Self-awareness Journaling

Naturalist Nature patterns Field trips, science

✅ No student is “one kind only” — instruction should be flexible.

✅ 10. CURRICULUM DEVELOPMENT

📌 Definition

Curriculum refers to the planned and guided learning experiences, intended to bring
about specific learning outcomes.

📌 Levels of Curriculum

1. Recommended – Proposed by experts (DepEd, CHED).

2. Written – Documented curriculum guides.

3. Taught – What teachers actually deliver.

4. Supported – Materials and textbooks used.

5. Assessed – What is tested.

6. Learned – What students actually understand.

7. Hidden – Unspoken messages (e.g., punctuality, discipline).

📌 Curriculum Models

✅ Tyler’s Model (Objectives Model)

 Focus on setting objectives first.

 4 Questions:

1. What are the aims?

2. What learning experiences help achieve these?

3. How to organize experiences?

4. How to evaluate?
✅ Taba’s Model (Inductive)

 Starts with teachers identifying student needs.

 Emphasizes grassroots and teacher-driven curriculum planning.

✅ Saylor, Alexander, Lewis Model

 Broad goals → General objectives → Specific instructional objectives

 Collaborative process involving all stakeholders.

📌 Curriculum Approaches

 Subject-Centered – Focus on subject mastery.

 Learner-Centered – Focus on student needs and experiences.

 Problem-Centered – Focus on real-life issues.

📌 K to 12 Curriculum

 Emphasizes:

o Spiral progression (increasing complexity by level)

o Contextualization and localization

o 21st Century skills (ICT, critical thinking, etc.)

✅ 11. FACILITATING LEARNING

📌 Definition

Facilitating learning means creating conditions that promote deep, meaningful

learning rather than just delivering content.

✅ Key Roles of a Teacher as Facilitator

1. Planner – Designs purposeful activities and learning tasks.

2. Motivator – Encourages students to engage and persist.

3. Resource Person – Provides knowledge, tools, and materials.

4. Guide – Supports learners in constructing their own understanding.

5. Model – Demonstrates appropriate behavior and attitudes.

6. Evaluator – Assesses and gives feedback to improve learning.

📌 Scaffolding (Vygotsky)

 Support provided to learners until they can work independently.

 Examples: guided practice, prompting, modeling.

📌 Differentiated Instruction
  Adapting content, process, product, or learning environment based on:

o Readiness

o Interest

o Learning profile

✅ Example: Allowing students to choose between writing a poem, drawing a diagram, or

giving a short speech on a topic.

📌 Learning Environment

 Should be:

o Safe

o Inclusive

o Student-centered

o Emotionally supportive

📌 Motivation Strategies

 Use of goals, praise, choice, challenge, and relevance.

 Encourage growth mindset (Dweck): belief that ability improves with effort.

📌 Constructivist Teaching

 Learning happens when learners build their own understanding.

 Techniques include:

o Problem-based learning

o Collaborative learning

o Discovery learning

o Socratic questioning

✅ 12. CHILD AND ADOLESCENT DEVELOPMENT

📌 Definition:

The study of how a person grows physically, cognitively, socially, emotionally, and
morally from infancy to adolescence.

✅ Domains of Development:

Domain Description

Growth in body size, motor skills, brain

Physical
development

Cognitive Development of thinking, memory, and reasoning

Social Development of relationships and social skills

Emotiona Understanding and expression of emotions

Domain Description

Moral Ability to distinguish right from wrong

✅ Jean Piaget – Cognitive Development

Stage Age Key Features

Sensorimotor 0–2 yrs Learn through senses; object permanence

Preoperational 2–7 yrs Egocentric thinking; symbolic play

7–11 Logical reasoning, conservation,

Concrete Operational
yrs reversibility

12+
Formal Operational Abstract and hypothetical thinking
yrs

✅ Erik Erikson – Psychosocial Development

Positive Possible
Psychosocial
Stage Age Range Outcome Negative
Crisis
(Virtue) Outcome

1. Trust vs. 0–1 year Can I trust the Fear, suspicion,

Hope
Mistrust (Infancy) world? insecurity

2. Autonomy vs.
1–3 years Can I do things Shame, doubt in
Shame and Will
(Toddler) myself? abilities
Doubt

3. Initiative vs. 3–5 years Is it okay to take

Purpose Guilt, inhibition
Guilt (Preschool) initiative?

4. Industry vs. 6–12 years Can I be Feeling of

Competence
Inferiority (School Age) competent? inferiority, failure

Fidelity (loyalty
5. Identity vs. 12–18 years Who am I? What’s Identity crisis,
and sense of
Role Confusion (Adolescence) my role? confusion
self)

18–25 years Can I love and

6. Intimacy vs. Isolation,
(Young form close Love
Isolation loneliness
Adulthood) relationships?

7. Generativity 26–64 years Can I contribute Self-absorption,

Care
vs. Stagnation (Adulthood) to the world? unproductivity

8. Integrity vs. 65+ years (Late Did I live a Regret, despair,

Wisdom
Despair Adulthood) meaningful life? bitterness

✅ Lawrence Kohlberg – Moral Development

Level Stage Description Typical Age

Pre-conventional 1. Obedience and Right = obeying rules to avoid ~4–7 years

Level Stage Description Typical Age

Punishment punishment. Authority is

(Self-interest)
Orientation unquestioned.

Right = whatever is in one’s

2. Instrumental best interest; exchange of
~7–10 years
Relativist Orientation favors (“You scratch my
back...”).

3. Good Interpersonal Right = behavior that pleases

Conventional
Relationships (Good others or is approved by them. ~10–13 years
(Social approval)
Boy/Nice Girl) Focus on conformity and loyalty.

Right = doing one’s duty,

4. Law and Order respecting authority, and
~13–16 years
Orientation maintaining social order. Rules
are rules.

Right = values and rights

~16+ years
Post-conventional 5. Social Contract agreed upon by society. Laws
(not all reach
(Principles-based) Orientation are flexible if they preserve
this)
human rights.

Right = based on internal moral

Adulthood (few
6. Universal Ethical principles (justice, equality,
attain this
Principles dignity), even if it conflicts with
level)
laws.

✅ Sigmund Freud – Psychosexual Theory of Development

📌 Definition:

Freud proposed that personality develops through a series of psychosexual stages, where
a child’s pleasure-seeking energies are focused on specific areas of the body called
erogenous zones. Each stage must be resolved successfully to prevent fixations that
affect adult personality.

🧠 The 5 Psychosexual Stages

Age Erogenous
Stage Key Task Possible Fixation Outcome
Range Zone

0–1 Oral fixation: smoking, nail-

1. Oral Mouth Feeding, sucking, trust
year biting, dependency

Anal-retentive (OCD, overly neat)

1–3
2. Anal Anus Toilet training, control or anal-expulsive (messy,
years
rebellious)

3–6 Oedipus/Electra Problems with authority, sexual

3. Phallic Genitals
years complex, gender identity dysfunction

4. 6–12 Social skills, peer No fixation (stage of calm and

Dormant
Latency years relationships learning)

5. 12+ Genitals Mature sexuality, If earlier conflicts unresolved →

 Age Erogenous
Stage Key Task Possible Fixation Outcome
Range Zone

Genital years relationships difficulties in love/work

✅ Freud's Structural Model of Personality:

Componen
Description Example
t

Instincts, immediate gratification, pleasure

Id "I want it now!"
principle

Reality, rational thinking, mediates between "Let's wait and plan how to get
Ego
id and superego it properly."

Superego Morality, conscience, ideals "It’s wrong to do that."

✅ Implications for Teaching:

 Tailor instruction based on developmental readiness.

 Encourage cooperative learning and moral reasoning.

 Recognize that adolescence is a time of identity exploration.

✅ 13. ASSESSMENT OF STUDENT LEARNING

📌 Definition:

Assessment is the process of collecting and interpreting evidence of student

learning to make educational decisions.

✅ Types of Assessment:

Type Purpose Example

Before
Diagnostic Pre-test, skills inventory
instruction

Formative During learning Quizzes, journals, feedback

Summativ End of
Final exam, project
e instruction

Reading levels, entrance

Placement Before grouping
test

✅ Traditional vs. Authentic Assessment

Traditional Authentic

Paper-pencil tests Real-world tasks

Objective format Performance-based

Traditional Authentic

Right/wrong Rubric-based
answers scoring

✅ Characteristics of Good Assessment:

 Validity – Measures what it intends to.

 Reliability – Consistent results over time.

 Fairness – Unbiased and equitable.

 Practicality – Efficient and feasible.

✅ Table of Specifications (TOS)

 A blueprint for test construction.

 Aligns learning objectives with:

o Content area

o Levels of cognitive demand (e.g., Bloom’s Taxonomy)

✅ Assessment Tools:

 Rubrics

 Checklists

 Rating Scales

 Portfolios

 Peer & Self-Assessment

🧾 What is a Rubric?

A rubric is an assessment tool that lists criteria and describes levels of quality for each
criterion. It helps both teachers and students understand expectations and how work
will be evaluated.

1. Holistic Rubric

✅ Definition:

A holistic rubric assesses the overall quality of a student's work as a whole, rather
than breaking it down into separate components.

🧠 Key Characteristics:

 Uses a single score to evaluate overall performance.

 Focuses on the general impression the work makes.

 Faster to grade, but less detailed feedback.

📊 Example of a 4-Point Holistic Rubric (Essay Writing):

Score Description

4-
Clear, focused, well-organized; minimal errors
Excellent

Mostly clear; some organizational issues; few

3 - Good
errors

Lacks clarity or structure; several grammar

2 - Fair
issues

Confusing, disorganized, many errors; lacks

1 - Poor
effort

✅ Best Used When:

 You want a quick assessment of overall performance.

 Feedback is not required for each individual component.

 Assignments are subjective (e.g., creative writing, art).

🔹 2. Analytic Rubric

✅ Definition:

An analytic rubric breaks down the task into multiple criteria, and each is scored
separately.

🧠 Key Characteristics:

 Provides specific feedback for each aspect of student work.

 More detailed and informative.

 Takes longer to assess.

📊 Example of an Analytic Rubric (5-Point Scale):

Criteria 5 - Excellent 4 - Good 3 - Fair 2 - Poor 1 - Very Poor

Complete and Mostly Some Lacking

Content Incorrect
accurate accurate inaccuracy detail

Organizati Logical and Mostly Some

Poor flow No structure
on well-structured organized disorganization

Virtually no Frequent Grammar severely

Grammar Few errors Several errors
errors errors hinders meaning

🗹 1. Checklists

📌 Definition:

A checklist is a tool that lists specific behaviors, skills, or steps to be observed. It’s used
to indicate presence or absence (✓ or ✗).

✅ Features:

 Binary (yes/no) format

 Non-judgmental; no scoring
  Focused on completion or achievement of criteria

📊 2. Rating Scales

📌 Definition:

A rating scale assesses degree or quality of performance using a graded scale, such
as 1–5 or Poor–Excellent.

✅ Features:

 More descriptive than checklists

 Allows for qualitative judgment

 Can be numeric or descriptive

3. Portfolios

Already discussed earlier, but here's a quick recap:

📌 Definition:

A portfolio is a collection of student work over time that demonstrates progress,

growth, and achievement.

✅ Types:

 Working Portfolio (in-progress work)

 Showcase Portfolio (best work)

 Assessment Portfolio (graded/benchmarked)

 Reflective Portfolio (includes student reflections)

4. Peer and Self-Assessment

📌 Definitions:

 Peer Assessment: Students assess each other’s work using criteria provided by
the teacher.

 Self-Assessment: Students assess their own work and reflect on their learning
process.

✅ Features:

 Encourages metacognition

 Promotes responsibility for learning

 Involves rubrics, reflection forms, or scales

✅ 14. DEVELOPMENTAL READING

📌 Definition:

Developmental Reading is the systematic instruction aimed at improving students’

reading comprehension, fluency, and critical thinking.

✅ The Reading Process

1. Decoding – Recognizing words

 2. Fluency – Reading with speed, accuracy, expression

3. Comprehension – Understanding and interpreting text

4. Critical Reading – Evaluating content, arguments, and sources

✅ Theories of Reading:

Theory Description

Starts with decoding letters and

Bottom-up
sounds

Top-down Uses prior knowledge and context

Interactive Combines both for effective reading

✅ Strategies for Teaching Reading:

 SQ3R – Survey, Question, Read, Recite, Review

 Reciprocal Teaching – Predicting, questioning, clarifying, summarizing

 Skimming and Scanning – For main ideas and specific details

 Graphic Organizers – For visualizing relationships in text

✅ Addressing Struggling Readers:

 Phonemic awareness instruction

 Guided reading sessions

 Decodable texts and reading interventions

✅ 15. FIELD STUDY

📌 Definition:

Field Study is a structured observation of real teaching and learning environments to

bridge theory and practice.

✅ Purpose:

 Develop classroom awareness

 Apply pedagogical theories

 Observe teaching behavior, strategies, and assessment

✅ Key Components:

 Observation Guides – Tools for recording classroom behavior

 Reflection Journals – Connecting theory to what was observed

 Feedback – From cooperating teacher or field supervisor

📚 Example: Observing how a teacher uses differentiated instruction during a math
lesson.

✅ 16. PRACTICE TEACHING (Internship)

📌 Definition:

A culminating teaching experience where students apply their knowledge and skills
in a supervised school setting.

✅ Objectives:

 Demonstrate instructional planning

 Practice classroom management

 Apply assessment and evaluation techniques

 Reflect on professional behavior

✅ Components of Internship:

 Daily Lesson Plans (DLPs)

 Classroom Observations

 Teaching Demonstrations

 Feedback and Self-Evaluation

 Teaching Portfolio – A compilation of lessons, reflections, and outputs

✅ 1. Working Portfolio

 A collection of ongoing work by the student or teacher.

 Used for drafts, learning artifacts, and work in progress.

 Helpful for showing growth and effort over time.

📚 Example: A series of drafts for a research paper or lesson plan.

✅ 2. Showcase Portfolio

 Includes best or final work selected by the student/teacher.

 Demonstrates what a student can do at their best.

 Often used for presentations, parent-teacher conferences, or exit

requirements.
📚 Example: The best three lesson plans written during practice teaching.

✅ 3. Assessment Portfolio

 Used to evaluate performance based on learning outcomes.

 Often tied to rubrics and other grading tools.

 Helps in decision-making (e.g., promotion, program completion).

📚 Example: A student’s collection of work assessed against curriculum standards.
✅ 4. Reflective Portfolio

 Includes reflections or journals that show thinking about learning.

 Answers questions like: “What did I learn?”, “What would I improve?”

 Focuses on metacognition – thinking about one’s own thinking.

📚 Example: A practice teacher reflecting on a classroom management challenge.

✅ 5. Developmental Portfolio

 Shows growth over time in a particular area.

 May include pre-tests and post-tests, early vs. late assignments.

 Useful in tracking progress in skills, concepts, or attitudes.

📚 Example: Student’s reading fluency recordings from start to end of the year.

✅ 6. Digital Portfolio (e-Portfolio)

 An electronic version of any of the above portfolios.

 Includes videos, PDFs, audio clips, scanned work, and reflections.

 Easy to store, organize, and share.

📚 Example: A Google Drive folder containing lesson videos, scanned rubrics, and
journal entries.

✨ Teacher Portfolio in Practice Teaching

Often includes:

 Teaching philosophy

 Lesson plans and instructional materials

 Observation notes and mentor feedback

 Student work samples

 Reflection papers

 Certificates and seminar records

✅ Professional Expectations:

 Punctuality, preparedness, respect, ethics

 Accepting feedback and growing professionally

 Adhering to school policies and protocols